The inquiry into teacher identity construction has received attention among teacher educators. Guided by narrative epistemology and utilizing sociocultural theoretical lenses, the author employed a portraiture methodology to investigate teacher identity construction of two female teachers. The data were collected through postmodern, reflexive, and dyadic interviews, artifacts, and observations. Narrative analysis method was employed to create themes and the themes were used to craft portraits of teacher identity construction, illuminating the journey to teaching English Language Learners. Implications for second language teacher educators were provided.
"Portraits of the Journey to Teaching English Language Learners: An Inquiry Into Teacher Identity Construction,"
Journal of Educational Research and Innovation: Vol. 5
, Article 1.
Available at: https://digscholarship.unco.edu/jeri/vol5/iss1/1